Proof it works

 

An independent study was carried out by leading academics from UCL Institute of Education (IOE), in partnership with the Pearson UK Research Team, to understand the impact of Bug Club on children’s literacy attainment.

The results show that schools using Bug Club make additional progress in children’s reading, vocabulary and spelling.

Take a look at the infographic >

Read more about the study in detail >

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For more infographics like this, and case studies, take a look at our Primary Impact site.


Case studies

Bangor Central Integrated Primary School, Northern Ireland > 

Helping reluctant readers to read for pleasure

Wendy Jenkins, Literacy Coordinator and Deputy Head Teacher introduced Bug Club to all of the Foundation and KS1 children and teachers at Bangor Central Integrated Primary, as part of the programme's early trials. As a result, Wendy is now one of Bug Club's most enthusiastic advocates and particularly loves the way Bug Club is turning her boy readers into bookworms!  

 

 

Raise attainment using eBooks

Glebe Infant School, Gloucestershire > 
Glebe Infant School’s reading levels were well below the national average at 2B+ and at level 3. Andy Taylor, English Coordinator and teacher at the school realised they needed to develop the children’s inference and deduction skills and give them more opportunities to engage with a wider range of books and genres.

 

 

Lent Rise Country combined School, Buckinghamshire > 
Lent Build a 'reading for pleasure' cultureRise is a popular school in an area recognised by the DfE as one of deprivation. Typically, pupils have low levels of pre-schooling and many enter the school at age 4 with below average attainment. Jill Watson, Head Teacher at the school, introduced Bug Club to help children develop a passion for reading, to drive up standards, and in particular, to develop stronger homeschool learning links.

 

 

Brookfield Infant School, Kent:BugClubVideo
The teachers, pupils and parents at Brookfield Infant School are all wild about Bug Club. Sue Feneiron, a Year 1 teacher at the school tells us what she and her pupils think of the programme in this short Bug Club video.

Watch the Brookfield Infants video > 

 

See more case studies >

      

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*Survey run by Pearson measuring impact of Bug Club on 30 head teachers and literacy coordinators who have used Bug Club for over a year.

 Teacher Testimonials

In the reviews below teachers explain why they trust Bug Club...


"They are so used to TV, DVDs and everything else, that getting them interested in reading is really hard. But Bug Club had children laughing, engaged and begging for more!"
Wendy Jenkins, Literacy Coordinator, Bangor Central Integrated Primary School, Northern Ireland

 

"I am loving Bug Club both as a parent and as a teacher. My P3 son is having so much fun collecting his points to tell his friends in school. My P1 class are enjoying the interactive bugs and having the lilac stories which they are familiar with to discuss at home and in school."

Irene McCool, Teacher, Holy Trinity Primary School 

 

"From the moment I picked up one of the books and realised that the content inside more than lived up to the expectation created by the attractive covers I knew that I had to make Bug Club a school priority. Then the books arrived, and the positive reaction from every single member of staff confirmed that this was an outstanding scheme. However it wasn't until I heard the reaction of the children in the class next door to my office that I realised what a special resource we have on our hands - each and every child was genuinely excited. Then, when the books went home, the response from parents was tremendous. Bug Club has been an inspiration to the whole school family." 
Tristran Roberts, Headteacher, Ysgol Kingsland, Holyhead

 

“It is great to see some of the boys, especially the reluctant readers, actually want to be the first to choose a book to read. Compared to traditional reading schemes, Bug Club is so much more advanced given that children can follow different characters and not the same ones week in week out; they can choose fiction, fact, or even comics to read, with all of it being reinforced at home in an interactive and fun way.” 
Sue Feneiron, Year 1 teacher, Brookfield Infant School, Kent  

 

"Fun, interactive, engaging and most importantly, makes reading an experience that children can be proud of."
Kelly Holden-White, Literacy Coordinator, St Marys' RC Primary School, Bicester    

 

"Bug Club fitted perfectly into our mission to raise reading standards in KS2 and has been worth every penny spent. E-books promote positive reading experiences and our pupils began to talk animatedly about their book selections outside of lessons. Sharing, recounting and recommending books became known affectionately as “bugging” and pupils would “bug” one another about what books they were reading or how many rewards they had achieved. The program lit the fire of enthusiasm for our most disinterested boys, and reading levels rose rapidly, alongside better attitudes to reading for pleasure, which was driven by peer approval. It also acted as a valuable home/school communication link and we ran a very successful father and son Reading is IT! Project. I hope this is just enough to “bug” you into contacting the wonderful Eleanor Jones and finding out what Bug Club can do for your school."
Orla Murphy, Literacy Coordinator, St. Mary’s, Mullaghbawn  

 

"The children love the different illustrations and the familiar characters. It really inspires the more reluctant readers."  
Siobhan Mallon, High Wych CE Primary School, Hertfordshire  

 

 “I absolutely love the new Bug Club resources - they are up-to-date and appeal to children.  The way that all the elements fit together is fantastic as it fits in with how we teach children to read and how children learn to read.  The eBooks and notes to parents will give the parents the confidence to support their children with reading. It is an invaluable resource for our KS1 children learning to read but also for our KS2 struggling readers and children who are behind with their phonics as you can allocate the element that is appropriate to them for intervention work - I believe that it is going to be the key that has not been there so far, for children like this to want to learn to read and spell."
Rachel Axten-Higgs, Bishop Henderson C of E School, Somerset  

 

Teacher-and-child

 BC demo 2017

BC ind chart 2017

BG gui chart 2017

BC proof 2017

 

 

 

 

 

 

 

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